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Planning skills moderate the intention-planning cognitions-behaviour relation: A longitudinal study on physical activity in Chinese adolescents

Citation

Cao, DS and Schuz, N and Xie, GR and Lippke, S, Planning skills moderate the intention-planning cognitions-behaviour relation: A longitudinal study on physical activity in Chinese adolescents, Research in Sports Medicine, 21, (1) pp. 12-23. ISSN 1543-8627 (2013) [Refereed Article]

Copyright Statement

Copyright Taylor & Francis Group, LLC

DOI: doi:10.1080/15438627.2012.738441

Abstract

Our objective is to examine the role of planning skills for translating intentions into physical activity via planning cognitions. A study with 534 adolescents was conducted. Over 4 weeks, intention, planning cognitions (prospective anticipation of when, where, and how to perform activities), planning skills (successful past planning experiences), and physical activity were assessed.

The results were that skills correlated with intention, planning cognitions, and subsequent physical activity. Planning cognitions were found to mediate the intention-behavior relation, whereas skills moderated the mediating role of planning cognitions: If students reported high skills, they were more likely to translate their intentions into plans and behavior.

We conclude that having more skills makes it more likely that adolescents successfully translate their intentions into plans. Promotion of physical activity should improve planning cognitions but also planning skills. Only with planning cognitions and skills might adolescents better be able to act in accordance with their intentions and perform physical activity.

Item Details

Item Type:Refereed Article
Keywords:moderated mediation, physical exercise, gender, high and middle school students, implementation intention
Research Division:Psychology and Cognitive Sciences
Research Group:Psychology
Research Field:Health, Clinical and Counselling Psychology
Objective Division:Health
Objective Group:Health and Support Services
Objective Field:Health Education and Promotion
Author:Schuz, N (Dr Natalie Schuez)
ID Code:81879
Year Published:2013
Web of Science® Times Cited:3
Deposited By:Medicine (Discipline)
Deposited On:2013-01-10
Last Modified:2014-12-18
Downloads:0

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